1,345
Views
28
CrossRef citations to date
0
Altmetric
Original Articles

The Role of Students’ Home Language in Science Achievement: A multilevel approach

, &

References

  • Agirdag, O., Van Avermaet, P., & Van Houtte, M. (2013). School segregation and math achievement: A mixed-method study on the role of self-fulfilling prophecies. Teachers College Record, 115, 1–50.
  • Archibald, S. (2006). Narrowing in on educational resources that do affect student achievement. Peabody Journal of Education, 81, 23–42. doi: 10.1207/s15327930pje8104_2
  • August, D., Carlo, M., Dressler, C., & Snow, C. (2005). The critical role of vocabulary development for English language learners. Learning Disabilities Research and Practice, 20, 50–57. doi: 10.1111/j.1540-5826.2005.00120.x
  • Bacharach, V. R., Baumeister, A. A., & Furr, R. M. (2003). Racial and gender science achievement gaps in secondary education. The Journal of Genetic Psychology, 164, 115–126. doi: 10.1080/00221320309597507
  • Baker, C. (2011). Foundations of bilingual education and bilingualism (5th ed.). Bristol: Multilingual Matters.
  • Beck, I. L., Perfetti, C. A., & McKeown, M. G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506–521. doi: 10.1037/0022-0663.74.4.506
  • Bellens, K., Arkens, T., Van Damme, J., & Gielen, S. (2013). Sociale ongelijkheid en ongelijkheid op basis van thuistaal inzake wetenschapsprestaties in het Vlaamse onderwijs–Veranderingen tussen 2003 en 2011 op basis van TIMSS, 4de leerjaar [Social inequality and inequality on the basis of the home language with regard to science achievement in Flemish education–Changes between 2003 and 2011 on the basis of TIMSS, 4th grade]. Leuven: Steunpunt Studie- en Schoolloopbanen.
  • Bellens, K., & De Fraine, B. (2012). Wat werkt? Kenmerken van effectief basisonderwijs [What works? Characteristics of effective primary education]. Leuven: Acco.
  • Brusselmans-Dehairs, C., & Valcke, M. (2004). TIMSS 2003: Grade 4 Vrijgegeven items Wetenschappen [TIMSS 2003: Grade 4 Released items Sciences]. Ghent: Department of Educational Studies, Ghent University.
  • Clark, D. B., Touchman, S., Martinez-Garza, M., Ramirez-Marin, F., & Drews, T. S. (2012). Bilingual language supports in online science inquiry environments. Computers & Education, 58, 1207–1224. doi: 10.1016/j.compedu.2011.11.019
  • Collier, V. P. (1989). How long? A synthesis of research on academic achievement in a second language. TESOL Quarterly, 23, 509–531. doi: 10.2307/3586923
  • Creemers, B. P. M., & Kyriakides, L. (2007). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. London: Routledge.
  • Cremer, M., & Schoonen, R. (2013). The role of accessibility of semantic word knowledge in monolingual and bilingual fifth-grade reading. Applied Psycholinguistics, 34, 1195–1217. doi: 10.1017/S0142716412000203
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Bilingual Education Paper Series, 3(2), 2–69.
  • Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In California State Department of Education (Ed.), Schooling and language minority students. A theoretical framework (pp. 3–50). Los Angeles, CA: Evaluation, Dissemination and Assessment Center, California State University.
  • Cummins, J. (1983). Language proficiency, biliteracy and French immersion. Canadian Journal of Education, 8, 117–138. doi: 10.2307/1494722
  • Cummins, J. (1986). Empowering minority students: A framework for intervention. Harvard Educational Review, 56, 18–36.
  • Cummins, J. (2008). BICS and CALP: Empirical and theoretical status of the distinction. In B. Street & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd edition, volume 2: Literacy (pp. 71–83). New York: Springer Science + Business Media LLC.
  • Curenton, S. M., & Justice, L. M. (2004). African American and Caucasian preschoolers’ use of decontextualized language: Literate language features in oral narratives. Language, Speech, and Hearing Services in Schools, 35, 240–253. doi: 10.1044/0161-1461(2004/023)
  • Davidson, R. G., Kline, S. B., & Snow, C. E. (1986). Definitions and definite noun phrases: Indicators of children's decontextualized language skills. Journal of Research in Childhood Education, 1, 37–48. doi: 10.1080/02568548609594907
  • Dixon, M. A., & Cunningham, G. B. (2006). Data aggregation in multilevel analysis: A review of conceptual and statistical issues. Measurement in Physical Education and Exercise Science, 10, 85–107. doi: 10.1207/s15327841mpee1002_2
  • Duncan, G. J., Yeung, W. J., Brooks-Gunn, J., & Smith, J. R. (1998). How much does childhood poverty affect the life chances of children? American Sociological Review, 63, 406–423. doi: 10.2307/2657556
  • Duschl, R. A., Schweingruber, H. A., & Shouse, A.W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. Washington, DC: The National Academies Press.
  • Fang, Z. (2006). The language demands of science reading in middle school. International Journal of Science Education, 28, 491–520. doi: 10.1080/09500690500339092
  • Ganzeboom, H. B. G., De Graaf, P. M., & Treiman, D. J. (1992). A standard international socio-economic index of occupational status. Social Science Research, 21, 1–56. doi: 10.1016/0049-089X(92)90017-B
  • Gielen, S., Bellens, K., Belfi, B., & Van Damme, J. (2012). Het vierde leerjaar lager onderwijs in Vlaanderen: Resultaten van TIMSS 2011 in internationaal perspectief en in vergelijking met TIMSS 2003 [The 4th grade of primary education in Flanders: Results from TIMSS 2011 in an international perspective and in comparison with TIMSS 2003]. Leuven, Belgium: Centre for Educational Effectiveness and Evaluation.
  • Goldenberg, C. (2008). Teaching English language learners: What the research does – and does not – say. American Educator, 2, 8–44.
  • Hiebert, E. H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 106–129). Newark, DE: International Reading Association.
  • Hox, J. J. (1995). Applied multilevel analysis. Amsterdam: TT-Publikaties.
  • Janssen, R., & Crauwels, M. (2011). Content and student factors in mastering environmental studies – nature in primary education: Evidence from a national assessment in Flanders (Belgium). Journal of Biological Education, 45, 20–28. doi: 10.1080/00219266.2011.537836
  • Jee-Seon, K. (2009). Multilevel analysis: An overview and some contemporary issues. In R. E. Millsap & R. Maydeu-Olivares (Eds.), The SAGE handbook of quantitative methods in psychology (pp. 337–361). London: SAGE Publications.
  • Jimerson, S. R., & Ferguson, P. (2007). A longitudinal study of grade retention: Academic and behavioral outcomes of retained students through adolescence. School Psychology Quarterly, 22, 314–339. doi: 10.1037/1045-3830.22.3.314
  • de Jong, E. J. (2004). After exit: Academic achievement patterns of former English language learners. Education Policy Analysis Archives, 12, 1–18.
  • Jussim, L., & Harber, K. D. (2005). Teacher expectations and self-fulfilling prophecies: Knowns and unknowns, resolved and unresolved controversies. Personality and Social Psychology Review, 9, 131–155. doi: 10.1207/s15327957pspr0902_3
  • Katz, M. H. (2006). Multivariable analysis: A practical guide for clinicians (2nd ed.). Cambridge: Cambridge University Press.
  • Kornblau, B. (1982). The teachable pupil survey: A technique for assessing teachers’ perceptions of pupil attributes. Psychology in the Schools, 19, 170–174. doi: 10.1002/1520-6807(198204)19:2<170::AID-PITS2310190206>3.0.CO;2-P
  • Leithwood, K., & Jantzi, D. (2009). A review of empirical evidence about school size effects: A policy perspective. Review of Educational Research, 79, 464–490. doi: 10.3102/0034654308326158
  • Luyten, H., Staman, L., & Visscher, A. (2013). Leerachterstanden van vertraagde leerlingen op normaalvorderende leeftijdgenoten [Learning arrears of students who have repeated a year in comparison with their regular progressing peers]. Pedagogische Studiën, 90, 45–57.
  • Maerten-Rivera, J., Myers, N., Lee, O., & Penfield, R. (2010). Student and school predictors of high-stakes assessment in science. Science Education, 94, 937–962. doi: 10.1002/sce.20408
  • Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2012). TIMSS 2011 international results in science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
  • Melby-Lervag, M., & Lervag, A. (2014). Reading comprehension and its underlying components in second-language learners: A meta-analysis of studies comparing first- and second-language learners. Psychological Bulletin, 140, 409–433. doi: 10.1037/a0033890
  • Msimanga, A., & Lelliott, A. (2014). Talking science in multilingual contexts in South Africa: Possibilities and challenges for engagement in learners' home languages in high school classrooms. International Journal of Science Education, 36, 1159–1183. doi: 10.1080/09500693.2013.851427
  • O'Reilly, T., & McNamara, D. S. (2007). The impact of science knowledge, reading skill, and reading strategy knowledge on more traditional “high-stakes” measures of high school students' science achievement. American Educational Research Journal, 44, 161–196. doi: 10.3102/0002831206298171
  • Organisation for Economic Co-operation and Development (OECD). (2006). Where immigrant students succeed – A comparative review of performance and engagement in PISA 2003. Paris: OECD.
  • Organisation for Economic Co-operation and Development (OECD). (2007). PISA 2006 Science competencies for tomorrow's world – Volume 1: Analysis. Paris: OECD.
  • Organisation for Economic Co-operation and Development (OECD). (2009). Top of the class: High performers in science in PISA 2006. Paris: OECD.
  • Organisation for Economic Co-operation and Development (OECD). (2010). PISA 2009 results: Overcoming social background – Equity in learning opportunities and outcomes (Volume II). Paris: OECD.
  • Proctor, C. P., Carlo, M., August, D., & Snow, C. (2005). Native Spanish-speaking children reading in English: Toward a model of comprehension. Journal of Educational Psychology, 97, 246–256. doi: 10.1037/0022-0663.97.2.246
  • Rowe, M. L. (2013). Decontextualized language input and preschoolers’ vocabulary development. Seminars in Speech and Language, 34, 260–266. doi: 10.1055/s-0033-1353444
  • Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness and School Improvement, 1, 61–80. doi: 10.1080/0924345900010106
  • Sellström, E., & Bremberg, S. (2006). Is there a “school effect” on pupil outcomes? A review of multilevel studies. Journal of Epidemiology & Community Health, 60, 149–155. doi: 10.1136/jech.2005.036707
  • Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78, 40–59.
  • Shrout, P. E., & Fleiss, J. L. (1979). Intraclass correlations: Uses in assessing rater reliability. Psychological Bulletin, 86, 420–428. doi: 10.1037/0033-2909.86.2.420
  • Sierens, S., & Van Avermaet, P. (2010). Taaldiversiteit in het onderwijs: van meertalig onderwijs naar functioneel veeltalig leren [Language diversity in education: From multilingual education to functional multilingual learning]. In P. Van Avermaet, K. Van den Branden, & L. Heylen (Eds.), Goed geGOKt? Reflecties op twintig jaar gelijke-onderwijskansenbeleid in Vlaanderen (pp. 69–87). Antwerpen-Apeldoorn: Garant.
  • Silberglitt, B., Appleton, J. J., Burns, M. K., & Jimerson, S. R. (2006). Examining the effects of grade retention on student reading performance: A longitudinal study. Journal of School Psychology, 44, 255–270. doi: 10.1016/j.jsp.2006.05.004
  • Snijders, T. A. B., & Bosker, R. J. (1999). Multilevel analysis: An introduction to basic and advanced multilevel modeling. London: SAGE Publications.
  • Snow, C. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
  • Staphorsius, G., & Krom, R. S. H. (1998). Toetsen Begrijpend Lezen. Handleiding [Tests Reading Achievement: Manual]. Arnhem: Citogroep.
  • Taboada, A. (2012). Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency. Instructional Science, 40, 901–923. doi: 10.1007/s11251-011-9196-z
  • Tettegah, S. (1996). The racial consciousness attitudes of white prospective teachers and their perceptions of the teachability of students from different racial/ethnic backgrounds: Findings from a California study. Journal of Negro Education, 65, 151–163. doi: 10.2307/2967310
  • Vandecandelaere, M., Vanlaar, G., Goos, M., De Fraine, B., & Van Damme, J. (2013). Effecten van zittenblijven in de derde kleuterklas op de wiskundegroei: Een propensityscore-stratificatie-analyse [Effects of grade retention on growth in mathematics in the third year of kindergarten: A propensity score stratification analysis]. Leuven: Steunpunten voor Beleidsrelevant Onderzoek.
  • Van den Branden, K. (2010). Handboek taalbeleid basisonderwijs [Handbook language policy primary education]. Leuven: Acco.
  • Van Houtte, M. (2004). Tracking effects on school achievement: A quantitative explanation in terms of the academic culture of school staff. American Journal of Education, 110, 354–388. doi: 10.1086/422790
  • Van Houtte, M. (2011). So where's the teacher in school effects research? The impact of teachers’ beliefs, culture, and behavior on equity and excellence in education. In K. Van den Branden, P. Van Avermaet, & M. Van Houtte (Eds.), Equity and excellence in education: Towards maximal learning opportunities for all students (pp. 75–95). New York, NY: Routledge.
  • Verhallen, M., & Schoonen, R. (1993). Lexical knowledge of monolingual and bilingual children. Applied Linguistics, 14, 344–363. doi: 10.1093/applin/14.4.344
  • Verhoeven, L. (2000). Components in early second language reading and spelling. Scientific Studies of Reading, 4, 313–330. doi: 10.1207/S1532799XSSR0404_4
  • Von Secker, C. (2004). Science achievement in social contexts: Analysis from national assessment of educational progress. The Journal of Educational Research, 98, 67–78. doi: 10.3200/JOER.98.2.67-78
  • White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91, 461–481. doi: 10.1037/0033-2909.91.3.461
  • Woodgate, D., & Stanton Fraser, D. (2007). Workshop of emerging technologies for inquiry-based learning in science. Supplementary Proceedings of the 13th International Conference of Artificial Intelligence in Education. Retrieved from http://aied.inf.ed.ac.uk/AIED2007/InquiryBasedLearning.pdf
  • Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25, 689–725. doi: 10.1080/09500690305018

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.